Key Dates March 2020-July 2020

Year 10 Year 11 Year 12 Year 13

23rd AprilYear 10 Parents’ Evening

27th MarchTracking data on MCAS

26th MarchYear 12 Parents’ Evening

27th MarchTracking data on MCAS

30th AprilYear 10 Revision Day (in School)

27th MarchYear 11 Revision Day

(in school)

w/b 27th AprilYear 12 Mocks

11th MayA level exams start

5th JuneWritten reports on MCAS

11th MayGCSE exams start

w/b 11th MayYear 12 work experience

w/b 22nd JuneYear 10 Mocks

22nd MayYear 11 Final Assembly & Breakfast

17th JulyYear 12 written reports

GCSE results: 20th August

A level results: 13th August

The aim of tonight’s presentation:

• To look at ways in which students can approach the forthcoming revision period and how as adults we can offer support.

• To provide some simple and quick revision strategies.• To consider how we cope with the stress of it all• Metacognition, and how it may help students to remember all that content!

Please take a handout with you tonight.This includes:

• information on when subject specific revision is occurring

• Useful subject specific revision websites and materials.

Tonight’s presentation will be available on the school website by the end of the week.

Term 1

New learning and assessment

Revisiting and exam practice

Revision and GCSE/A level Exams

Term 2 Term 3 Term 4 Term 6Term 5

Controlled assessment

New learning and assessment

Term 5 Term 6

The new GCSEs and A levels have brought new challenges. The changes can make the first few terms challenging. Students

often struggle with pace and urgency.

What has the biggest

impact on student

outcomes?

• Parental/carer support is 8

times more important in

determining a child’s

academic success than

social class.

Next year 11 tracking

27th March 2020

Next year 10 written reports 5th

June 2020

Next year 10 parents’ evening23rd April 2020

Year 10 mocksw/b 22nd June 2020

Study-related stress is created by making demands on yourself. You may feel these demands are difficult to off-load on to someone

else. This can lead to you feeling alone and isolated and that it is a problem only you can solve.

This is not the case.

Firstly you need to work out if you are a CALM or CHAOS person

The CALM approach to stress is to:

Confront the problem positively

Approach is as if it is something that can and has been dealt with

Look for the steps that need to be taken in order to deal with it

Manage it by planning de-stress strategies

The CHAOS approach to stress is often the one we resort to. It looks like this:

Compromise by dealing with part of the problem but not all of it.

Hedge the problem by putting it to one side and avoiding commitment until we

Abandon it altogether which leads us to:

Opt out of studying in general and eventually:

Sink in the knowledge that we have allowed the source of stress to take over

Write, next to C, a source of stress that you have encountered in your studies. If It helps pick one from the list

you made earlier.

C:By doing this you have alreadyConfronted the fact that there is a problem.

Problems can usually be solved!

Next look at how you can Approach the problem – write 3 things here that would make the problem less

stressful. For example: being given more time, getting more organised or going over a piece of work with a teacher.

A:1.

2.

3.

Look again at the Approaches above and write them again this time in order of priority.

L:1.

2.

3.

Manage these stages. How can they be achieved? Perhaps you need to negotiate some extra time with your

teacher or photocopy missed notes

M:I will:1.

2.

3.

By identifying the source of the stress you are recognising

there’s a problem and problems can be solved!

Cook a

meal

Play a favourite

song

Say NO when you

need to

Be proud

of where

you are

now!

Do what is

important to you

1) ReadyYou have to be in the right mind-set and be ready to learn.

Remove distractions.Know what you are doing and when. Have a revision schedule

2)ResourcesHave everything in place and organised. For a few months create systems. Have boxes which contain the things that you need for revision. Keep them separate from everyday resources so you always know where they are. Don’t waste time

hunting for items!

3) RulesEstablish rules for revision:

How long will you spend in one sitting?Will you allow music?

How often should you use online resources?Who can, (if anyone,) can you work with?

Where will revision happen?How will you be able to demonstrate that the revision has been purposeful?

4) RealisticBe realistic.

You can’t do revision if you have a family birthday or are attending a wedding!

You can’t spend every waking hour revising.You will set yourself a revision programme and occasionally will slip up.

5) ReviewReview, review, review.

Take the time to review and reflect on what you are doing and what you have previously learnt.

There is no value in continuing to do something if it is having zero impact.

We learn through trial and error.Make revision time purposeful.

6) RepeatWhen you find a strategy that works repeat and build on the work you

have done.Repeat and retry exam style questions.

Repeat back facts or repeat back language features or devices.By repeating a skill or specific type of question you build your

confidence in your ability to tackle it and go into an exam feeling a lot more secure.

7) Refuel Have healthy snacks and water with you.If you are getting hungry or thirsty you wont concentrate.

Don’t assume you know what they want you to do – read what they want!

Highlight and underline key command words – know what each command word means for each subject.

8) Read

9) Respond At some point the beautiful revision cards and highlighted notes need to come to and end and you simply have to attempt a response.

It is crucial that you can manage your time in an exam room.

10) ReassureDon’t let your default responses be:

‘well I’m going to fail’‘told you I couldn’t do it.’

‘I never get it right.’

Make your failure a positive:‘I need to try and work out where I went wrong.’

‘I got it wrong this time but I think I know where I went wrong’‘next time I will get it right.’

• Personal calendar

• Be aware of hot spots

• Plan family time and events

Work

Leisure

Friends and

family

Getting the balance between

Work and life

right

As parents over the next few weeks you can do the following things to help:

• Help enforce the plan: support your child in creating a realistic revision plan that they can stick to. Then hold them accountable to it!

• Make them evidence the work: get them to show you a sizeable piece of work that they have produced for revision to ensure time has been used effectively.

• Become an Examiner: you don’t have to be a specialist to use a mark scheme. If what your child has written is not clear -challenge them and make them explain it to you again.

• Support materials. Have them to hand.

• Stationery to store work. Be prepared before you start.

• Environment for study.

• Water and healthy nibbles.

• Keep learning materials safe.

• Regular conversations and

praise

Top tip!Bedrooms are not the best place to study

and revise!

Stage 1

Understand the topic

Stage 2

Commit to

memory

Stage 3

Practice

Start with familiar material- it helps the

brain to warm up.Then tackle the less

familiar stuff.

File hard copies of electronic

notes

Use a range of note

taking style to maintain

interest

Add to difficult or uncertain topics with

extra research/

reading

Reorganiseand make

notes

Return to early notes

.

This is in addition to classwork, preparatory work and homework!!

Stage 1: takes time!

:Set clear targets and outcomes – take simple steps to see success

Stage 1

Understand the topic

Short,

sharp,

bursts.

Be

precise.

Testing

with

others.

Memory maps Testing Conversations Re-writing

Post-its Mnemonics Group work

Use a technique that works for you!

Stage 2

Commit to memory

We retain 70% of information we learn in the 1st 10 minutes-

so change what you are

doing regularly.

Stage 3

Practice

Use Subject handbooks, exercise books, revision packs and Teams resources .

Set strict time limits; enact exam conditions

Reduce note use and memory aids

Self, peer and teacher mark

Use mark schemes and old exam papers/questions

Attend extra sessions and revision opportunities

Studies show an improvement of up to 200% when

visual aids are used to learn vocabulary.

Stage 1

Understand the topic

Stage 2

Commit to

memory

Stage 3

Practice

A picture may not be worth a 1000 words, but it is 3 times more effective than words alone!Use image and colour to support revision.

Metacognition

Metacognition is about the ways learners monitor and purposefully direct their learning.

By metacognitive strategies, we mean the strategies we use to monitor and control our cognition, such as checking that our memorisation technique was accurate or selecting the most appropriate cognitive strategy for the task we are undertaking.

This is a way of scheduling revision and learning.

Spaced practice: Creating a study schedule that spreads study activities out over time.

Interleaving occurs when different ideas or problem types are tackled in a sequence, as opposed to the more common method of attempting multiple versions of the same version in a single study period.This is an illustration of interleaving and spacing:

Alternating between topics

Distributing topics over time

English Revision.

1

2

3

4

5

At the start of each lesson you will be given 5 questions to answer. The aim is to help you revise and keep all units and texts in your mind.

Question 1: Will always be on the pre 20th Century text

Question 2: Will always be on Modern Prose or drama

Question 3: Will always be on Shakespeare

Question 4: Will always be on the poetry anthology

Question 5: Will always be about language techniques and the language papers

English Revision.

1

2

3

4

5

At the start of each lesson you will be given 5 questions to answer. The aim is to help you revise and keep all units and texts in your mind.

Who is described as “shrouded in a deep black garment.” (ACC)

When Gerald says ,”Everything is alright now Sheila.” What does it show? (AIC)

What does this quote show about Prospero, “approach, my Ariel. Come.” (T)

‘Why do I get the impression you will be the death of me?’ Which language device is this?

What does this quote mean/show? He would be crowned: How that might change his nature, there’s the question ” (J.C.)

‘The procession of the town’s life was still rolling in through the great arteries.’ what device has been used in this quote? +1 what does it represent (J&H)

Which 3 devices are used in the opening 4 lines of ‘Porphyria’s Lover’? (L&R)

English Revision.

1

2

3

4

5

At the start of each lesson you will be given 5 questions to answer. The aim is to help you revise and keep all units and texts in your mind.

Who is described as “shrouded in a deep black garment.” (ACC) Christmas Future

What does this quote show about Prospero, “approach, my Ariel. Come.” (T) Prospero controls Ariel and us possessive. The use of the declarative shows his confidence in his power.

‘Why do I get the impression you will be the death of me?’ Which language device is this? Foreshadowing

What does this quote mean/show? He would be crowned: How that might change his nature, there’s the question ” (J.C.) Brutus considers how Caesar would change if he became King and fears he would abuse his power

‘The procession of the town’s life was still rolling in through the great arteries.’ what device has been used in this quote? +1 what does it represent (J&H) metaphor/personification

Which 3 devices are used in the opening 4 lines of ‘Porphyria’s Lover’? (L&R) Foreshadowing, Pathetic Fallacy & Personification

When Gerald says ,”Everything is alright now Sheila.” What does it show? (AIC) Gerald has not understood the purpose of the Inspector or that Sheila has changed

What is retrieval practice?Retrieval practice is a strategy in which calling information to mind subsequently enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know.

Often, we think we’ve learned some piece of information, but we come to realize we struggle when we try to recall the answer. It’s precisely this “struggle” or challenge that improves our memory and learning – by trying to recall information, we exercise or strengthen our memory, and we can also identify gaps in our learning.

Metacognition: Retrieval Practice

Metacognition: Retrieval Grids

Metacognition: Retrieval. Other Retrieval Strategies

Just a minuteThis is a firm favourite based on the long-running BBC Radio 4 game. Ask pupils to speak for one minute on a

previous learning topic without hesitation, repetition or deviation.

Flash Cards• Ask students to read a section or text carefully.• Ask students to write questions that would cover

these key points in their response.• Write these answers separately from the questions so

that they can answer them later when they are revising.

• After self testing, encourage students to sort the flash cards into piles; information students recalled correctly and with and ones that they did not.

• Repeat the self-testing and checking process focussing only on the cards that students recalled incorrectly until there are not cards left in that pile

Metacognition: Retrieval Revision Timetable

Try SENECA a free revision website

https://app.senecalearning.com/dashboard/courses/add

Useful revision websites:BBC Bitesize

• Seneca• Revision World • Get Revising

• Gojimo

10 steps on how you

can help your child

and prepare them to

perform in exams

How can you help your child and prepare them to perform in the summer?

Each day you can support your child to make choices

which can impact how they perform during the

exam period

1. Being a role model2. Help them set realistic goals3. Keep them active4. Healthy eating5. Give them time out6. Ensure they have a regular and

sensible sleep pattern7. Unplug the technology at an agreed

time8. Stay calm and cool9. Believe in them10.Be supportive

RAG rate your knowledge

Ranking activities

Memory boards

5 Ws

Mind maps

Draw diagrams

Quotation/key term bunting

LookCoverWriteCheck

Highlight

Revision notes on small cards

Post it notes on bedroom walls

Physically walk through ideas

Record yourself and play it back

Audio books

Mind maps

It is always good to work and revise with other people. However, if you choose to do this ensure that you have strict rules that you all adhere to.

Further information on these strategies can be found on

the handout.